ONLINE AUTONOMOUS LEARNING BY UPPER-SECONDARY EFL STUDENTS: ONLINE RESOURCES AND PERCEIVED AFFORDANCES AND CHALLENGES

Nguyen Thi Thuy Hang * và Trương Bach Le

* Người chịu trách nhiệm về bài viết: (ntthang54@gmail.com)

Article Sidebar

Full Text: PDF

Ngày nhận bài: 20-08-2022
Ngày nhận bài sửa: 31-08-2022
Ngày duyệt đăng: 05-09-2022
Ngày xuất bản: 30-09-2022
Title: ONLINE AUTONOMOUS LEARNING BY UPPER-SECONDARY EFL STUDENTS: ONLINE RESOURCES AND PERCEIVED AFFORDANCES AND CHALLENGES
Lượt xem
14
Downloads
8
Trích dẫn
Hang, N. T. T., & Le, T. B. (2022). ONLINE AUTONOMOUS LEARNING BY UPPER-SECONDARY EFL STUDENTS: ONLINE RESOURCES AND PERCEIVED AFFORDANCES AND CHALLENGES. Tạp chí Khoa học và Giáo dục, 64(04). Truy vấn từ https://tckhgd.dhsphue.edu.vn/index.php/jse/article/view/327
Số tạp chí
Tập. 64 Số. 04 (2022): Tạp chí Khoa học: Chuyên san đặc biệt
Chuyên mục
Tạp chí Khoa học và Giáo dục

Abstract

This study investigated autonomous English learning implemented by EFL students at an upper-secondary school concerning the utilization of online resources and the perceived affordances and challenges. To be specific, this study aimed to find out the frequency of   upper-secondary EFL students using online resources for their language learning out of the classroom and the constraints that the students encountered when conducting their online autonomous learning. Quantitative research design was employed in the current study with the use of questionnaire. The participants of the study were 158 students at Le Quy Don High School for Gifted Students in Quang Tri Province, Vietnam. The findings revealed the prevalence of such online resources as online dictionaries, videos on YouTube, and social media. Conversely, radio, discussion forums, and emailing received the least preference. The most frequently-reported affordances related to stable Internet connection, whereas the most frequently-reported constraint was financial resources. From the findings, implications for teaching and learning with online resources and suggestions for further research were put forward.

Tóm tắt

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Tài liệu tham khảo

Almurashi, W. A. (2016). The Effective Use of YouTube Videos for Teaching English Language in Classrooms as Supplementary Material at Taibah University in Alula. International Journal of English Language and Linguistics Research, 4(3), 32–47.

Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), Article 1. https://doi.org/10.1017/S0261444806003958

Bộ Giáo dục và Đào tạo. (2018). Chương trình giáo dục phổ thông—Chương trình môn Tiếng Anh (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo).

Bonk, C. J., & Lee, M. M. (2017). Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs. Journal of Learning for Development, 4(1), 36–57.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications Inc.

Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin, Ireland:  Authentik.

Dincer, A. (2020). Understanding the Characteristics of English Language Learners’ Out-ofClass Language Learning through Digital Practices. IAFOR Journal of Education, 8(2), 47–65. https://doi.org/10.22492/ije.8.2.03

Gani, N. I. A., Rathakrishnan, M., & Krishnasamy, H. N. (2020). A pilot test for establishing validity and reliability of qualitative interview in the blended learning English proficiency course. Journal of Critical Reviews, 7(05), 140–143.

Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313.

Holec, H. (1981). Autonomy and foreign language learning. Oxford, England: Pergamon Press.

Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52–63.

Inayati, N., Karifianto, D. M., & Jarum. (2021). Student awareness, attitude, affordances, and challenges in online autonomous English language learning. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 49(1), 28–39.

Kalantzis, M., & Cope, B. (2015). Learning and new media. In The SAGE Handbook of learning (D. Scott&E. Hargreaves (Eds.), pp. 373–387). London: SAGE Publications Ltd.

Karunakar, M. T. (2019). Encouraging English language production using TED Talks at the tertiary level: A study in a technical college. Teaching English with Technology, 19(4), 57–68.

Lai, C., & Gu, M. Y. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335.

Little, D. (1991). Learner Autonomy: Definitions, Issues and Problems. Dublin, Eire: Authentik.

Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), Article 4.

Macaro, E. (2008). The shifting dimensions of language learner autonomy. In Learner and teacher autonomy: Concepts, realities, and responses (In T. Lamb&H. Reinders (Eds.), pp. 47–62). Amsterdam: John Benjamins Publishing Co.

Nguyen, T. V. (2011). Language learners’ and teachers’   perceptions relating to learner autonomy—Are they ready for autonomous language learning? VNU Journal of Science, Foreign Languages, 27, 41–52.

Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In Learner autonomy across cultures: Language education perspectives (D. Palfreyman&R. C. Smith (Eds.), pp. 75–91). New York: Palgrave Macmillan.

Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46(1), 5–22.

Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401–412.

Tzirides, A. O. (2022). Online Language Learning: Understanding and Supporting the Contemporary Digital Multilingual Learner. In Research Anthology on Bilingual and Multilingual Education (Information Resources Management Association (Eds.), pp. 790–810). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch039

Wenden, A. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice Hall.

Yurieva, O., Musiichuk, T., & Baisan, D. (2021). Informal English Learning with Online Digital Tools: Non-linguist Students. Advanced Education, 17, 90–102. https://doi.org/10.20535/2410-8286.223896